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6310//cdn.slidesharecdn.com/ss_thumbnails/childrensmuseumstangiblestoryplaylearningv3-150526172427-lva1-app6892-thumbnail-2.jpg?cb=1432661224presentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Erin Brockette MFA Thesishttps://www.slideshare.net/ebreilly/eb-final-thesis
ebfinal-thesis-111127215035-phpapp02 February 2001: I am submitting this thesis paper for my Master of Fine Arts in Producing. In doing so, I am recounting the history of the development of Zoey’s Room, an interactive website and television series for adolescent girls. ]]>
February 2001: I am submitting this thesis paper for my Master of Fine Arts in Producing. In doing so, I am recounting the history of the development of Zoey’s Room, an interactive website and television series for adolescent girls. ]]>
Sun, 27 Nov 2011 21:50:31 GMThttps://www.slideshare.net/ebreilly/eb-final-thesisebreilly@slideshare.net(ebreilly)Erin Brockette MFA ThesisebreillyFebruary 2001: I am submitting this thesis paper for my Master of Fine Arts in Producing. In doing so, I am recounting the history of the development of Zoey’s Room, an interactive website and television series for adolescent girls. <img alt="" src="//cdn.slidesharecdn.com/ss_thumbnails/ebfinal-thesis-111127215035-phpapp02-thumbnail-2.jpg?cb=1407090409" style="border:1px solid #C3E6D8;float:right;" /><br> February 2001: I am submitting this thesis paper for my Master of Fine Arts in Producing. In doing so, I am recounting the history of the development of Zoey’s Room, an interactive website and television series for adolescent girls.

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12460//cdn.slidesharecdn.com/ss_thumbnails/zrpresskit2007-111127213830-phpapp01-thumbnail-2.jpg?cb=1322432237documentBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Extending media literacy: How young people re-mix and transform media to serve their own interests.https://www.slideshare.net/ebreilly/extending-media-literacy-how-young-people-remix-and-transform-media-to-serve-their-own-interests
ymrarticlefebruary08-111127202352-phpapp01 Reilly, E. and Robison, A. (2008). "Extending media literacy: How young people re-mix and transform media to serve their own interests." Youth Media Reporter.]]>
Reilly, E. and Robison, A. (2008). "Extending media literacy: How young people re-mix and transform media to serve their own interests." Youth Media Reporter.]]>
Sun, 27 Nov 2011 20:23:51 GMThttps://www.slideshare.net/ebreilly/extending-media-literacy-how-young-people-remix-and-transform-media-to-serve-their-own-interestsebreilly@slideshare.net(ebreilly)Extending media literacy: How young people re-mix and transform media to serve their own interests.ebreillyReilly, E. and Robison, A. (2008). "Extending media literacy: How young people re-mix and transform media to serve their own interests." Youth Media Reporter.<img alt="" src="//cdn.slidesharecdn.com/ss_thumbnails/ymrarticlefebruary08-111127202352-phpapp01-thumbnail-2.jpg?cb=1322425994" style="border:1px solid #C3E6D8;float:right;" /><br> Reilly, E. and Robison, A. (2008). &quot;Extending media literacy: How young people re-mix and transform media to serve their own interests.&quot; Youth Media Reporter.

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43350//cdn.slidesharecdn.com/ss_thumbnails/124-615-1-pb-111127195739-phpapp02-thumbnail-2.jpg?cb=1322424644documentBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Art as Experience, rather than Appreciationhttps://www.slideshare.net/ebreilly/art-as-experience-rather-than-appreciation
artasexperience-111127195206-phpapp02 Reilly, E. (2011) “Art as Experience, rather than Appreciation”, Journal of Children and Media, 5:4, 471-474.]]>
Reilly, E. (2011) “Art as Experience, rather than Appreciation”, Journal of Children and Media, 5:4, 471-474.]]>
Sun, 27 Nov 2011 19:52:04 GMThttps://www.slideshare.net/ebreilly/art-as-experience-rather-than-appreciationebreilly@slideshare.net(ebreilly)Art as Experience, rather than AppreciationebreillyReilly, E. (2011) “Art as Experience, rather than Appreciation”, Journal of Children and Media, 5:4, 471-474.<img alt="" src="//cdn.slidesharecdn.com/ss_thumbnails/artasexperience-111127195206-phpapp02-thumbnail-2.jpg?cb=1322425083" style="border:1px solid #C3E6D8;float:right;" /><br> Reilly, E. (2011) “Art as Experience, rather than Appreciation”, Journal of Children and Media, 5:4, 471-474.

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4950//cdn.slidesharecdn.com/ss_thumbnails/twt-ebooks-111127184001-phpapp01-thumbnail-2.jpg?cb=1322421472presentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0PLAYing outside the box - Teenshttps://www.slideshare.net/ebreilly/playing-outside-the-box-teens
playingoutsidethebox-teens-111127183012-phpapp02 This presentation introduces Project New Media Literacies’ skills-oriented after-school program in digital citizenship, piloted with high school students at Robert F. Kennedy Community Schools in Spring 2011. Drawing on frameworks from New Media Literacies, Social & Emotional Learning, the Ethics Casebook, and Mapping in a Participatory Culture, this program uses hands-on activities (e.g., mapping communities, discussing ethics, harnessing multimedia) to facilitate participants’ development of the skills required for citizenship, both online and offline.]]>
This presentation introduces Project New Media Literacies’ skills-oriented after-school program in digital citizenship, piloted with high school students at Robert F. Kennedy Community Schools in Spring 2011. Drawing on frameworks from New Media Literacies, Social & Emotional Learning, the Ethics Casebook, and Mapping in a Participatory Culture, this program uses hands-on activities (e.g., mapping communities, discussing ethics, harnessing multimedia) to facilitate participants’ development of the skills required for citizenship, both online and offline.]]>
Sun, 27 Nov 2011 18:30:11 GMThttps://www.slideshare.net/ebreilly/playing-outside-the-box-teensebreilly@slideshare.net(ebreilly)PLAYing outside the box - TeensebreillyThis presentation introduces Project New Media Literacies’ skills-oriented after-school program in digital citizenship, piloted with high school students at Robert F. Kennedy Community Schools in Spring 2011. Drawing on frameworks from New Media Literacies, Social & Emotional Learning, the Ethics Casebook, and Mapping in a Participatory Culture, this program uses hands-on activities (e.g., mapping communities, discussing ethics, harnessing multimedia) to facilitate participants’ development of the skills required for citizenship, both online and offline.<img alt="" src="//cdn.slidesharecdn.com/ss_thumbnails/playingoutsidethebox-teens-111127183012-phpapp02-thumbnail-2.jpg?cb=1407105023" style="border:1px solid #C3E6D8;float:right;" /><br> This presentation introduces Project New Media Literacies’ skills-oriented after-school program in digital citizenship, piloted with high school students at Robert F. Kennedy Community Schools in Spring 2011. Drawing on frameworks from New Media Literacies, Social &amp; Emotional Learning, the Ethics Casebook, and Mapping in a Participatory Culture, this program uses hands-on activities (e.g., mapping communities, discussing ethics, harnessing multimedia) to facilitate participants’ development of the skills required for citizenship, both online and offline.

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5000//cdn.slidesharecdn.com/ss_thumbnails/playingoutsidethebox-teens-111127183012-phpapp02-thumbnail-2.jpg?cb=1407105023presentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Shaping our Shadowhttps://www.slideshare.net/ebreilly/shaping-our-shadow
shapingourshadow-111127182052-phpapp01 A vital part of growing up is developing one’s identity. With ubiquitous access to others and easy access to participating in varied communities, how do we communicate ourselves to the world? The lines between our public and private lives have blurred with the rise of Facebook, Twitter, Foursquare and other social networking sites. Often it is not only ourselves that make choices in how we sculpt our identity. What we choose to share and not share, but also the communities we participate in. There is a need to start a dialogue with each other as those around us add to the building of one’s own identity and the identity of us as a collective.]]>
A vital part of growing up is developing one’s identity. With ubiquitous access to others and easy access to participating in varied communities, how do we communicate ourselves to the world? The lines between our public and private lives have blurred with the rise of Facebook, Twitter, Foursquare and other social networking sites. Often it is not only ourselves that make choices in how we sculpt our identity. What we choose to share and not share, but also the communities we participate in. There is a need to start a dialogue with each other as those around us add to the building of one’s own identity and the identity of us as a collective.]]>
Sun, 27 Nov 2011 18:20:49 GMThttps://www.slideshare.net/ebreilly/shaping-our-shadowebreilly@slideshare.net(ebreilly)Shaping our ShadowebreillyA vital part of growing up is developing one’s identity. With ubiquitous access to others and easy access to participating in varied communities, how do we communicate ourselves to the world? The lines between our public and private lives have blurred with the rise of Facebook, Twitter, Foursquare and other social networking sites. Often it is not only ourselves that make choices in how we sculpt our identity. What we choose to share and not share, but also the communities we participate in. There is a need to start a dialogue with each other as those around us add to the building of one’s own identity and the identity of us as a collective.<img alt="" src="//cdn.slidesharecdn.com/ss_thumbnails/shapingourshadow-111127182052-phpapp01-thumbnail-2.jpg?cb=1407105096" style="border:1px solid #C3E6D8;float:right;" /><br> A vital part of growing up is developing one’s identity. With ubiquitous access to others and easy access to participating in varied communities, how do we communicate ourselves to the world? The lines between our public and private lives have blurred with the rise of Facebook, Twitter, Foursquare and other social networking sites. Often it is not only ourselves that make choices in how we sculpt our identity. What we choose to share and not share, but also the communities we participate in. There is a need to start a dialogue with each other as those around us add to the building of one’s own identity and the identity of us as a collective.

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20220//cdn.slidesharecdn.com/ss_thumbnails/cooneyforum-ebooks-110531234850-phpapp02-thumbnail-2.jpg?cb=1407105195presentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Visualization as a New Media Literacyhttps://www.slideshare.net/ebreilly/visualization-as-a-new-media-literacy
vis-webinar-110405124047-phpapp01 A discussion of how visualization is changing how information is presented and understood and why it should be considered a new literacy. ]]>
A discussion of how visualization is changing how information is presented and understood and why it should be considered a new literacy. ]]>
Tue, 05 Apr 2011 12:40:46 GMThttps://www.slideshare.net/ebreilly/visualization-as-a-new-media-literacyebreilly@slideshare.net(ebreilly)Visualization as a New Media LiteracyebreillyA discussion of how visualization is changing how information is presented and understood and why it should be considered a new literacy. <img alt="" src="//cdn.slidesharecdn.com/ss_thumbnails/vis-webinar-110405124047-phpapp01-thumbnail-2.jpg?cb=1407105345" style="border:1px solid #C3E6D8;float:right;" /><br> A discussion of how visualization is changing how information is presented and understood and why it should be considered a new literacy.

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20580//cdn.slidesharecdn.com/ss_thumbnails/annenberginnovationlaboverview2011-110405120234-phpapp01-thumbnail-2.jpg?cb=1407105758presentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Remix Culture 4 Learninghttps://www.slideshare.net/ebreilly/remix-culture-4-learning-3892573
remixculture4learning-100428215429-phpapp01 Students lose track of time as they spend hours navigating the web for material to create their stories and feel a sense of belonging through encouragement by their peers to post their stories on Facebook, illustrate them on Flickr, and share them with friends and the public at large through the multiple resources available on the web. This participation in new media environments is a way to be creative and innovative, but it is also new opportunities for our students to acquire and synthesize information in a meaningful way. Students today often remix original texts based on their own interests in order to create a new work that encapsulates their ideas and concerns about the issues that matter most to them.
In this conversation, Erin Reilly will highlight tools and strategies our students are using today to make their voices heard. You will learn how to adapt these tools and strategies to classroom activities that will encourage everyone in the classroom to participate in their own learning and be encouraged to transform digital media and learning into a collective, embracing, and transforming process of engagement that leaves teachers and students alike wanting more.]]>
Students lose track of time as they spend hours navigating the web for material to create their stories and feel a sense of belonging through encouragement by their peers to post their stories on Facebook, illustrate them on Flickr, and share them with friends and the public at large through the multiple resources available on the web. This participation in new media environments is a way to be creative and innovative, but it is also new opportunities for our students to acquire and synthesize information in a meaningful way. Students today often remix original texts based on their own interests in order to create a new work that encapsulates their ideas and concerns about the issues that matter most to them.
In this conversation, Erin Reilly will highlight tools and strategies our students are using today to make their voices heard. You will learn how to adapt these tools and strategies to classroom activities that will encourage everyone in the classroom to participate in their own learning and be encouraged to transform digital media and learning into a collective, embracing, and transforming process of engagement that leaves teachers and students alike wanting more.]]>
Wed, 28 Apr 2010 21:54:20 GMThttps://www.slideshare.net/ebreilly/remix-culture-4-learning-3892573ebreilly@slideshare.net(ebreilly)Remix Culture 4 LearningebreillyStudents lose track of time as they spend hours navigating the web for material to create their stories and feel a sense of belonging through encouragement by their peers to post their stories on Facebook, illustrate them on Flickr, and share them with friends and the public at large through the multiple resources available on the web. This participation in new media environments is a way to be creative and innovative, but it is also new opportunities for our students to acquire and synthesize information in a meaningful way. Students today often remix original texts based on their own interests in order to create a new work that encapsulates their ideas and concerns about the issues that matter most to them.
In this conversation, Erin Reilly will highlight tools and strategies our students are using today to make their voices heard. You will learn how to adapt these tools and strategies to classroom activities that will encourage everyone in the classroom to participate in their own learning and be encouraged to transform digital media and learning into a collective, embracing, and transforming process of engagement that leaves teachers and students alike wanting more.<img alt="" src="//cdn.slidesharecdn.com/ss_thumbnails/remixculture4learning-100428215429-phpapp01-thumbnail-2.jpg?cb=1407106136" style="border:1px solid #C3E6D8;float:right;" /><br> Students lose track of time as they spend hours navigating the web for material to create their stories and feel a sense of belonging through encouragement by their peers to post their stories on Facebook, illustrate them on Flickr, and share them with friends and the public at large through the multiple resources available on the web. This participation in new media environments is a way to be creative and innovative, but it is also new opportunities for our students to acquire and synthesize information in a meaningful way. Students today often remix original texts based on their own interests in order to create a new work that encapsulates their ideas and concerns about the issues that matter most to them.
In this conversation, Erin Reilly will highlight tools and strategies our students are using today to make their voices heard. You will learn how to adapt these tools and strategies to classroom activities that will encourage everyone in the classroom to participate in their own learning and be encouraged to transform digital media and learning into a collective, embracing, and transforming process of engagement that leaves teachers and students alike wanting more.

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26440//cdn.slidesharecdn.com/ss_thumbnails/remixculture4learning-100428215429-phpapp01-thumbnail-2.jpg?cb=1407106136presentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Why are you an artist?https://www.slideshare.net/ebreilly/why-are-you-an-artist
sotastudents-100428214112-phpapp02 These visuals were used to support / start the conversation with SOTA's high school students in Singapore. The focus was to look at various forms of art that encompassed the NML skills, collective intelligence, visualization and play. ]]>
These visuals were used to support / start the conversation with SOTA's high school students in Singapore. The focus was to look at various forms of art that encompassed the NML skills, collective intelligence, visualization and play. ]]>
Wed, 28 Apr 2010 21:41:07 GMThttps://www.slideshare.net/ebreilly/why-are-you-an-artistebreilly@slideshare.net(ebreilly)Why are you an artist?ebreillyThese visuals were used to support / start the conversation with SOTA's high school students in Singapore. The focus was to look at various forms of art that encompassed the NML skills, collective intelligence, visualization and play. <img alt="" src="//cdn.slidesharecdn.com/ss_thumbnails/sotastudents-100428214112-phpapp02-thumbnail-2.jpg?cb=1272491000" style="border:1px solid #C3E6D8;float:right;" /><br> These visuals were used to support / start the conversation with SOTA&#39;s high school students in Singapore. The focus was to look at various forms of art that encompassed the NML skills, collective intelligence, visualization and play.

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8970//cdn.slidesharecdn.com/ss_thumbnails/nasbe-42710-100428024723-phpapp01-thumbnail-2.jpg?cb=1407106259presentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Mad Skills - Global Kids Case Studyhttps://www.slideshare.net/ebreilly/mad-skills-global-kids-case-study
madskills-100421152624-phpapp02 In 2008-2009, Project New Media Literacies tested the Media Makers Challenge Collection, a set of 30 challenges to explore and practice the new media literacies. This collection was established as a springboard for educators to adopt the new media literacies into their own situation. Media educators from Global Kids used the materials as inspiration to develop Media Masters, an after-school program at the High School for Global Citizenship to integrate the new media literacies into a social issues learning environment. Media Masters helped learners acquire and reflect upon digital media production and analytic skills through youth engagement in participatory media and Web 2.0 tools. This presentation will explore how theory and practice merged to create a conversation, rather than a top-down transfer of knowledge, between participating researchers, practitioners and students.]]>
In 2008-2009, Project New Media Literacies tested the Media Makers Challenge Collection, a set of 30 challenges to explore and practice the new media literacies. This collection was established as a springboard for educators to adopt the new media literacies into their own situation. Media educators from Global Kids used the materials as inspiration to develop Media Masters, an after-school program at the High School for Global Citizenship to integrate the new media literacies into a social issues learning environment. Media Masters helped learners acquire and reflect upon digital media production and analytic skills through youth engagement in participatory media and Web 2.0 tools. This presentation will explore how theory and practice merged to create a conversation, rather than a top-down transfer of knowledge, between participating researchers, practitioners and students.]]>
Wed, 21 Apr 2010 15:26:13 GMThttps://www.slideshare.net/ebreilly/mad-skills-global-kids-case-studyebreilly@slideshare.net(ebreilly)Mad Skills - Global Kids Case StudyebreillyIn 2008-2009, Project New Media Literacies tested the Media Makers Challenge Collection, a set of 30 challenges to explore and practice the new media literacies. This collection was established as a springboard for educators to adopt the new media literacies into their own situation. Media educators from Global Kids used the materials as inspiration to develop Media Masters, an after-school program at the High School for Global Citizenship to integrate the new media literacies into a social issues learning environment. Media Masters helped learners acquire and reflect upon digital media production and analytic skills through youth engagement in participatory media and Web 2.0 tools. This presentation will explore how theory and practice merged to create a conversation, rather than a top-down transfer of knowledge, between participating researchers, practitioners and students.<img alt="" src="//cdn.slidesharecdn.com/ss_thumbnails/madskills-100421152624-phpapp02-thumbnail-2.jpg?cb=1407106302" style="border:1px solid #C3E6D8;float:right;" /><br> In 2008-2009, Project New Media Literacies tested the Media Makers Challenge Collection, a set of 30 challenges to explore and practice the new media literacies. This collection was established as a springboard for educators to adopt the new media literacies into their own situation. Media educators from Global Kids used the materials as inspiration to develop Media Masters, an after-school program at the High School for Global Citizenship to integrate the new media literacies into a social issues learning environment. Media Masters helped learners acquire and reflect upon digital media production and analytic skills through youth engagement in participatory media and Web 2.0 tools. This presentation will explore how theory and practice merged to create a conversation, rather than a top-down transfer of knowledge, between participating researchers, practitioners and students.

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//public.slidesharecdn.com/images/user-48x48.pngErin Reilly is the Creative Director for Annenberg Innovation Lab where she oversees all aspects of product design in developing applications and business ideas using digital media and how it impacts society. She is a recognized expert in the design and development of hybrid learning and transmedia applications. Reilly is also the Research Director for Project New Media Literacies and is currently working on a few projects, including the PLAYground, a project that fosters participatory learning and The Mother Road, a chance to explore collective storytelling through the development of the Evocative Places eBook series.www.ebreilly.com//cdn.slidesharecdn.com/ss_thumbnails/childrensmuseumstangiblestoryplaylearningv3-150526172427-lva1-app6892-thumbnail.jpg?cb=1432661224ebreilly/childrens-museums-tangible-storytelling-play-learning-48619617Childrens Museums: Tan...//cdn.slidesharecdn.com/ss_thumbnails/ebfinal-thesis-111127215035-phpapp02-thumbnail.jpg?cb=1407090409ebreilly/eb-final-thesisErin Brockette MFA Thesis//cdn.slidesharecdn.com/ss_thumbnails/zrpresskit2007-111127213830-phpapp01-thumbnail.jpg?cb=1322432237ebreilly/zoeys-room-press-kit-2007Zoey's Room Press Kit ...